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Design thinking and curriculum design

Design thinkingKia ora tatou,

Technology is a process-driven curricula, so Kiatakatū ā-Matihiko has produced an iterative model (right) that reflects the design thinking phases (EMPATHISE > DEFINE > IDEATE > PROTOTYPE > FEEDBACK) that fits well with the new Digital Technology areas of the Technology curriculum. For more on the connections with designing thinking and Digital Technologies see, Design Thinking in the curriculum.

It's not surprising that schools/kura are redesigning their inquiry-based (or project-based) learning models with a design thinking process in mind. One school is revisiting their model and seeing how this better reflects the students and the community they live in. 

Inquiry models  

They've been cutting up their existing student inquiry model, overlaying ideas from other inquiry models (as well as their own scientific framework) and creating a mash-up with the design thinking phases in mind. They're also mindful that their model has a student voice and reflects the community and partnerships with local Māori.

Is your school happy with your current model/s for learning? How does the design thinking process fit with these? Time for a revisit/redesign perhaps? We'd love to hear more...

For more, see:

Image sources: Tessa Gray, Design Model from Kiatakatū ā-Matihiko National Digital Readiness Programme

Here's good timing! Thank you @jackyyoung for sharing this research paper from NZCER. 

Curriculum integration: What is happening in New Zealand schools?Author(s): Sue McDowall and Rosemary Hipkins

This report presents the findings from a research project on curriculum integration in New Zealand schools, carried out by NZCER in 2018–19.

The purpose of the research was to explore teachers’ rationales for curriculum integration; the approaches and practices used to integrate curriculum; and the learning opportunities such approaches provide for students.


There is some background information about potential, perceptions, pedagogical continue knowledge (PCK) as well as practical examples (different models) for how teachers can design integrated learning opportunities.

Has anyone else read this already? As we move towards strengthening our localised curriculum, what are your thoughts so far?

By Tessa Gray